For the duration of this initiative, the Center
for Community-Based Learning announced the availability of funds for
academic departments to develop, enhance,
or expand community-based learning
opportunities in their
departmental curricula. The intent of this program was to increase the adoption and
integration of Community-Based Transformational Learning (CBTL) instructional practices
in academic programs by developing intentional
and coherent curricular pathways. the inclusion of evidence-based practices.
The goals of the Community Engaged Department Grant included:
Team members: Dr. Pamela Bell, Dr. Gigi Morales David, Dr. Elizabeth Fullerton, Dr. Katrina Hall
Childhood Education focused on the program area of Pre-K/Primary Education as its starting point for integrating CBTL across the curriculum.
The program area of Pre-K/Primary Education spent their time in the Program creating explicit partnerships for students to perform coursework and volunteer hours with. Students experienced CBTL throughout eight required courses and 30 hours of civic engagement volunteer work. The Pre-K/Primary team hoped to increase CBTL-based research amongst their faculty.
Team members: Dr. Chitra L. K. Balasubramanian, Ms. Alice Krauss, Dr. Ann Noonan, Ms. Dawn Saracino, Dr. Russell Smith, Ms. Donni Welch Rawls
The Department of Clinical & Applied Movement Sciences focused on the incorporation of CBTL into their graduate program by partnering with Brooks Adaptive Sports and Recreation Program. The plan included integrating three required CBTL-designated courses and an optional "service learning track" in the student curriculum. The plan included a vision for integration of CBTL into the curriculum at the undergraduate level as well.
Team members: Dr. Catherine Christie, Dr. Nancy Correa-Matos, Ms. Karen Landry, Dr. Judy Perkin, Dr. Judith Rodriguez, Mr. Stephen Sepe, Ms. Jackie Shank, Dr. Lauri Wright
The Department of Nutrition planned to incorporate CBTL experiences into four of their core undergraduate courses. Over the course of the program, the target was to increase individual student's participation in the community to at least 60 hours prior to graduation. The team also planned to expand the department's community relationships and provide need assessments for their current community partners to ensure long-term, sustainable programming.
Team members: Dr. Lori Lange, Dr. Juliana Leding, Dr. Rebecca Marcon, Dr. Dan Richard, Dr. Jennifer Santos, Dr. Michael Toglia
The Department of Psychology's primary focus was to increase their levels of community outreach and volunteerism as well as community-based instruction. The intention was to provide every Psychology graduate with at least one CBTL experience as part of a course. The team collected an inventory of their current community partnerships and planned to strategically expand the department's relationships and enhance partner communication
Team members: Dr. Gordon Rakita, Dr. Adam Shapiro, Dr. Suzanne Simon, Dr. Jennifer Spaulding-Givens, Dr. JeffriAnne Wilder, Ms. LaTanya Wynn
The Department of Sociology & Anthropology included the program areas of Anthropology, Sociology and Social Work. The department planned to formalize the CBTL opportunities, particularly with regards to community-based research and internships, throughout each of the three disciplines. The department's vision included creating a culture of engagement for both students and faculty.
Team members: Dr. Jeffery Cornett, Dr. Wanda Lastrapes, Dr. Richard Chant, Dr. John White, Dr. Brian Zoellner, Dr. Madalina Tanase, Ms. Lashanda Roberts, Ms. Melissa Osborn, Ms. Kelly Wood
Realizing that pre-service teachers learn best when they can connect educational theory and research with classroom practice overseen by highly-qualified professional educators, the Department of Foundations and Secondary Education decided to revamp its community-based learning experiences. The team worked with teachers at Sandalwood High School to create a strong, mutually-advantageous, community-based field experience model for lower-and upper level UNF courses grounded in empirically supported professional dispositions, pedagogical content knowledge, and discipline-specific content knowledge. This realignment payed special attention to providing pre-service teachers with opportunities to define, reflect upon, and value diversity. In an effort to allow for and incite transformation, the restructured framework built in an electronic portfolio for students to reflect on their professional dispositions, pedagogical content knowledge, and discipline-specific content knowledge as they made their way through the program.
Team members: Dr. Karen Patterson, Dr. Susan Syverud, Dr. Sherry Shaw, Dr. Caroline Guardino, Dr. Debbie Reed
The Department of Exceptional Student and Deaf Education focused on building a more cohesive and systematic CBTL experience for students that reinforced the mission of the department – to prepare highly qualified teaching and interpreting candidates with the knowledge, skills, dispositions, and cultural/linguistic competencies to meet the diverse educational and accessibility needs of children and adults in educational and community settings. Their plan was to refine already existing CBTL opportunities and, in some cases, create new CBTL opportunities to maximize the impact the civic engagement has on students. Establishing CBTL experiences throughout the program ultimately created a departmental culture of connectedness, involved students in community research, and re-centered programs around populations that our students will eventually serve as professionals.
Team members: Dr. Bert Koegler, Dr. Erinn Gilson, Dr. Mitchell Haney, Dr. Alissa Hurwitz Swota, Dr. Jason Zinser
The Department of Philosophy and Religious Studies developed a framework for community-based instruction and research that effectively addressed the mission and goals of both the department as a whole and its diverse individual programs. Team members focused their attention on two courses - A
pplied Ethics, and Social and Political Thought - because the topics discussed in these domains included the most pressing and important issues of our current societies. The goal was to use community-based learning to make the skills and content of these disciplines socially and culturally relevant.
To do this, team members worked to develop
a coherent understanding of the role of community engagement in the context of the Department's overall curricular offerings. Armed with this knowledge, they began the process of redesigning these courses.
Department of Communication’s ultimate goal was to
increase long-term and meaningful student learning through the effective use of
measurable CBTL experiences across divisions. All of their CBTL courses
were aligned with their nine department-wide learning objectives and the Accrediting
Council on Education in Journalism and Mass Communications (ACEJMC)
accreditation requirements. They got started by working with the Center
for Community-Based Learning to develop a “Building Bridges between the
Classroom and the Community” workshop for their faculty. Following the
workshop, they worked on a plan to clearly assess the impact of CBTL within
three disciplines within the Department of Leadership, School Counseling &
Sport Management had the challenge of developing tools to capture and share
CBTL experience across multiple disciplines. Two programs that they undertook to achieve that were a course redesign workshop and learning
exchange. The workshop was designed to help faculty understand CBTL as well as
integrate CBTL into their current course syllabi. Their learning exchange was
modeled after the Center for Ethical Leadership’s Community Learning Exchange
program. In this program, faculty members spent a full day immersed with a
community organization in an effort to deepen relationships across all disciplines
and understand their role in the community.
School of Nursing worked over a two year span in several areas.
They worked on enhancing their course and program offerings by refining
their nine current CBTL courses and began to integrate CBTL pedagogy into
several graduate courses. As for the undergraduate courses that already included CBTL, the department wanted to spend time evaluating the impacts on student
learning and various community outcomes. Their time as an Engaged Department included student learning outcomes assessment and the piloting of an
evaluation study to measure community outcomes.
Within the Music Department, UNF
Opera and UNF Orchestra aimed to create and perform a “Opera in a Box”
production of Little Red Riding Hood as a community outreach program for
elementary school children in Jacksonville. Designed as a traveling theatrical
production that fits into two large crates and can be performed on any flat
surface, UNF’s “Opera in a Box” brought quality musical performances to eight
elementary schools and entertained 2549 students and 177 adults in 2013-2014.
There are future plans to schedule more performances around the community in
partnership with Project Listen of the Riverside Fine Arts Association.
The application window for the Engaged Department Institute and Grant Program is closed. An example of the application is below.
Copyright © 2017 University of North Florida1 UNF Drive | Jacksonville, FL 32224 | Phone: (904) 620-1000
RegulationsConsumer Information | Disability Accommodations